Module description

This module is designed to enable leaders in Christian ministries to reflect on spiritual growth in a time of fluidity and change. Education institutions are in taters, seminaries are in retreat against the onslaught of emerging technologies, and churches are emptying of the younger generations seeking to be ‘spiritual but not religious’. In this module, we will examine the underlying principles of Christian education, discipleship, and spiritual formation process. We will also evaluate the inner life of educators, spiritual formation communities and its missional aspects. We will look at pedagogy in faith communities in this digital interconnected world.

 

 

Credits

This is a 3-credit module for the EdD program.

 

 

Module dates

·         Pre-campus preparation: 1st October to early November 2019.

·         On-campus component: 14-19 November 2019.

·         Post-campus reading and assignments: mid November to 30 December 2019.

 

 

Objectives

The expected major outcome of this module is that you will have reflected on where you are in your ministry journey, understand the dynamics of formative and transformative aspects of your ministry, and be equipped to develop a pedagogy of spiritual growth both physically and in Cyberspace.

 

By the end of this module it is hoped you will have

1.      Reflected on the pedagogy, and affirmed the formative and transformative aspects of your ministry.

2.      Identified the strengths and weaknesses of your own spiritual growth.

3.      Understand the nature of spiritual growth and its importance as the task of the Christian faith community.

4.      Reviewed the aspects of person-in-formation, persons-in-community, and persons-in-mission developments in your local faith communities.

5.      Expand our concept of our sacred space by extending it into Cyberspace.

 

Themes

 

1.      Spiritual Growth in a Culture of Fluidity and Change

2.      Person-in-formation (Knowing God and Knowing Self)

3.      Persons-in-community formation

4.      Persons-in-mission formation

5.      Pedagogy in a digital age with emerging technologies

 

 

On-campus sessions

 

The following outline is a guide to the on-campus component. However there is scope for some flexibility based on the developing class dynamics and needs.

 

 

Day	Themes	On-campus discussions	Reading & resources – selections
Day 1: Thurs 14 Nov 2019	Spiritual Growth in a Culture of Fluidity and Change	Presentations: Summary of set texts (from toolboxes); Case Studies (DESCRIPTIONS)	Tacey,The Postsecular Sacred; Drane, Globalisation of Spirituality; Lovelace, Sanctification Gap; Seymour, Approaches to Christian education; Wilkins, Disciples;
Day 2: Fri 15 Nov 2019	Person-in-formation (Knowing God & Knowing Self)	Presentations: Summary of set texts (from toolboxes); Case Studies (DESCRIPTIONS)	Anderson, God our Father..shame; Evan Howard, Discipleship in a Post Modern World; Porter. Sanctification in a new key; Wink, Mark’s education of the Apostles; Gruenberg, Axes of formation; Johnson, CSF in the age of ‘whatever’; Wilhoit, Only God’s love counts;
Day 3: Sat 16 Nov 2019	Silent Retreat (9am-5pm) El Sanctuary, Batu Gajah www.elsanctuary.com	Guided retreat
Day 4 Sun 17 Nov 2019	9.30am Worship at Covenant Baptist Church, Malacca ·         corporate worship & sharing ·         observe this church’s education, discipleship and spiritual formation
Day 5: Mon 18 Nov 2019	Persons-in-community formation and persons-in-mission formation	Presentations: Summary of set texts (from toolboxes); Case Studies (DESCRIPTIONS)		Mulholland, Spiritual Formation in Christ; Averbeck, Spirit community mission; Baker, Mission in Johannine discipleship;
Day 6: Tues 19 Nov 2019	Pedagogy in a digital age with emerging technologies	Issues arising during the on-campus time		Tang, PBL in theological education; Gorman, Educating the reflective practitioner;

 

Sessions for each day will generally begin at 9.00 a.m. and go through till late afternoon. Each day will begin with lectio divina: spiritual reading and reflection on a passage of Scripture which speaks to the subject of this module.

 

 

Reading and resources for the module

You are required to come to the on-campus sessions prepared to reflect, discuss and present your experience. It is expected that you will have engaged with a reasonable amount of this material before arrival for the on-campus sessions. I have uploaded numerous articles for your study. It is under EdBrite>Class Files>Module Reader.

 

 

Assessment

Participants will be assessed on their completed pre-campus, on-campus and post-campus assignments.

 

Refer to EdD program guidelines for the overall assessment and grading scale. Unless otherwise specified, written assignments should follow the guidelines in AGST Alliance’s Assignment presentation and writing style: A basic guide for AGST Alliance students. I prefer (author/date).

 

Submission of assignments

Assignments must be submitted via your account on EdBrite. Do not email me directly.

 

Ensure that you keep a copy of your submitted assignments in the event your sent copies do not upload satisfactorily.

 

Module assessment

It is expected that all participants will be engaged fully in the processes of the module. The assessable items include these:

 

A.    Pre-campus

1.      Critical book review paper (10%)

2.      Reading toolbox begun (10%)

3.      Case study – DESCRIPTION STAGE only (10%)

 

B.     On-campus

1.      Toolbox presentation and discussion (5%)

 

2.      Case study – DESCRIPTION STAGE presentation & discussion leading into discussion (5%)

 

C.     Post-campus

1.      Case study completion (10%)

2.      Toolbox resubmission (10%)

3.      Research Paper (30%)

4.      Module reflection paper (10%)

 

 

Module Assessment

 

	Assignment	Weightage
1	Book Review	10%
2	Toolbox - pre (10%); on campus (5%); post campus (10%)	25%
3	Case Study- pre (10%); on campus (5%); post campus (10%)	25%
4	Research Paper	30%
5	Reflection Paper	10%

 

See further details of these assessment items on below.

 

Submission dates – summary
	Assessment item	Due date
Pre-campus	Critical book review paper (10%)	11 November 2019
	Toolbox (begun) (10%)	11 November 2019
	Case Study: DESCRIPTION  (10%)	11 November 2019
Post-campus	Add to Toolbox and resubmit (10%)	19 December 2019
	Completion of Case Study: adding new insights and new approaches (10%)	19 December 2019
	Research paper (30%)	30 December 2019
	Reflection paper (10%)	19 December 2019

 

 

Module assignment details

A.    Pre-campus assignments        

1.       Critical Book Review (10%)

Howard, Evan B. 2018. A Guide to Christian Spiritual Formation: How Scripture, Spirit, Community, and Mission Shapes Our Souls. Grand Rapids, MI: Baker Academics.  

 

See Appendix 1 for guidelines on writing a critical review

Length: 1200 words (5 pages, double spacing)

Submission date: 11 November 2019

 

2.      A “toolbox” of principles and concepts (10%)

 

Read these two textbooks to get ideas/concepts to fill up your “tool box”.  As you read these book, identify three ideas/concepts from each book.

 

Tang, Alex. 2014. Till We Are Fully Formed: Christian Spiritual Formation Paradigms in the English-Speaking Presbyterian Churches in Malaysia. Kuang: Malaysia Bible Seminary  

Wilhoit, James C. 2008. Spiritual formation as if the church mattered: Growing in Christ through community. Grand Rapids, MI: Baker Academic.

 

As you read each book pre-campus, notice what concepts or principles seem most helpful to you in your ministry and also therefore in your assignments. Note the page number reference for each one. Use these to begin to construct a “toolbox” of references, organised according to the key ideas and useful principles which are emerging for you as you think about your ministry. These references will be very useful to you later.

 

This means that by the time you come to the on-campus intensive you will have a ‘working knowledge’ of these books – you will know your way around them and be familiar with the major ideas and concepts in them. One way to do this is as follows:

·         Start by reading through the table of contents and the preface, then move into the chapters.

·         In each chapter note the headings and sub-headings – read the first and last paragraph of each section, and perhaps the first sentence of each of the other paragraphs. Start looking for and entering into your toolbox the idea(s)/principle(s) from that chapter with the page number attached.

·         When you have an overview of the book, go back and read in detail the parts that catch your attention and seem most relevant to your place of work and ministry and add these to your toolbox.

·         Now review the other materials provided in Edbrite for this course and the list of other references at the end of these guidelines. Begin to read those most relevant to your ministry and start to add these to your toolbox.

 

(special thanks to Dr Allan Harkness and Dr Jennifer Turner for developing the “toolbox” pedagogy)

Length and format: There is no word limit. Your toolbox can be in the form of bullet points and/or a table with appropriate headings – make sure it is in a format that you can continue to add to as the module continues. This is intended to be useful to you long after the module itself is completed.

 

Example

 

 

	Key concepts/ideas	References	Notes
1	Key to spiritual growth	“Christian spiritual formation is a process grounded on the biblical and theological concepts of restoration, relationship, and shalom” (Tang, 95, italic author’s)     Keep your quotes and reference in this column to separate it from your own thoughts and writings	·         Your own personal notes ·         What does these mean? ·         How will you apply this?   You initial ideas here. Add on to this during on campus discussion.
2
3
4
5
6

 

 

Prepare a Powerpoint presentation to present your main thoughts for the on-campus discussion.

Submission:  11 November 2019. Submit a copy to EdBrite. Keep adding to the toolbox during and after the on-campus sessions, and re-submit it for final grading near the end of the module.

Assessment criteria: Your final grade for this item takes into account modifications you make as a result of on-campus discussion and comments from the facilitator.

 

 

3.      Case Study (DESCRIPTION)     (10%)

 

Begin to prepare a Case Study. You may use your own church, para-church organisation or institution. Anything written or shared will be confidential.

(These case studies will form the basis of class discussion during the on-campus time, as we examine the conformative, formative, and transformative aspects of the curriculum in our faith communities. You will be asked to present this first part of your Case Study to the class, and respond to the discussion of it.)

The preliminary part of your Case Study to be prepared pre-campus, comprises the DESCRIPTION of the formative programs/curriculum in your church, institutions or faith community.

(During the on-campus sessions the class will engage with your Case Study. You will complete the write up of the full Case Study post-campus.) 

The DESCRIPTION of your situation should include:

·         A short summary of your church, institution, or faith community and its formative approach

·         What is the stated mission and vision for spiritual growth in this faith community?

·         What are the approaches/programs to achieve the mission?

·         What is your role and involvement in this faith community?

·         What is the organisation setup for this formative network?

·         What are the current challenges against spiritual formation and discipleship in this faith community?

·         What are the past challenges?

·         What resources are need?

·         What is the embedded theology of the formative processes?

 

You will be required to present to the class your DESCRIPTION for discussion (see below)

Length and format: Maximum 1000 words for this first stage.

Submission: 11 November 2019. Submit  a copy to Edbrite. (Following the class discussion of it and further work you wish to do on it, it will later form the first part of your final submission of your Case Study, due near the end of the module.)

Assessment criteria: This first stage will be part of the whole Case Study submitted post-campus.

 

 

B.     On-campus assessment           

It is anticipated that all students will make a valuable contribution to class discussions and look for synergies with others participating in the module, especially as each person presents the first stage of their Case Study. These case studies will add significant value to the module.

  

1.      Discussion of “toolbox” concepts (5%)

Use a PowerPoint presentation to share your main thoughts and discuss with the class.

2.      Presentation of the DESCRIPTION stage of your Case Study (5%)

You will present a summary to the class of the first stage of your Case Study (begun pre-campus).

Start with a brief DESCRIPTION of your setting, and then outline the issues you have identified. Class discussion will continue the examination of the formative and transformative elements.

Length and format: You can use a PowerPoint to present your description or other creative forms. Your description presentation should be the equivalent of half a page of notes. Reference can be made to toolbox entries here as well.

 

 

C.     Post-campus assignments

 1.      Case Study (Part 2)          (10%)

With the benefit of the on-campus work and class discussion, complete this case studies with insights, new concepts, or approaches you have benefited from the on campus discussions, your own reading, and reflection.

Length and format: Maximum 3500 words including the DESCRIPTION first stage.

Submission: Submit by 19 December 2019.

 

2.      Toolbox (update)(10%)

Format: See for pre-campus assignment. You have the opportunity to re-work your approach and add to it as a result of on-campus discussion and comments from the facilitator.

Submission: Submit by 19 December 2019.

 

3.      Research Paper  (30%)

Complete a research project on a topic, theory, issue, concept or practice related to this course. The student should decide on their topic by the end of the classes and discuss with me. Assessment criteria, see pp15.

 

This research process is developed in the following way:

-identify a problem/topic/issue. It must be related to spiritual formation communities.

-read up on the problem/topic/issue

-develop a thesis/abstract/outline/solution and framework

-read more and reflect on readings

-start writing

 

Length and Format: Maximum 3,500 words excluding footnotes and bibliography

Submission: Submit by 30 December 2019.

 

 

4.      Reflection Paper (10%)

Reflect what you have learn during your pre-module reading and on campus discussion. What new paradigms have you discovered about formation and transformation in local faith communities?

Length and format: Maximum of 1000 words.

Submission: Submit by 19 December 2019.

 

 

 

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